Bilingual Readers A

by Deborah Schecter
NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES
My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

In memory
of Maggie
The mini-books and activity pages in this collection may be reproduced for classroom use. No other part of this publication
may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means,
electronic, photocopying, recording, or otherwise, without written permission of the publisher.
For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012-3999.
Cover design by Maria Lilja

Interior design by Sydney Wright
Illustrations by Anne Kennedy
except pages 6 and 13 by James Graham Hale, and page 9 by Rusty Fletcher
Spanish translation by Jorge Dominguez
ISBN: 0-439-70069-8
Copyright © 2005 by Deborah Schecter
Published by Scholastic Inc.
All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 14 13 12 11 10 09 08 07 06 05

C ontents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 4 What’s in My World?
Tips for Using ¿Qué hay en mi mundo?
My First Bilingual Little Readers . . . . . . . . . . . 4
What Shines?
How to Make the Little Readers . . . . . . . . . . 5 ¿Qué brilla? . . . . . . . . . . . . . . . . . . . . . . 35
Connections to the I Like Stripes
Language Arts Standards . . . . . . . . . . . . . . . 6 Me gustan las rayas . . . . . . . . . . . . . . . . 37
Extending the Books . . . . . . . . . . . . . . . . . . . 6 What Is Red?
¿Qué es rojo? . . . . . . . . . . . . . . . . . . . . . 39
School Days Bubbles!
Días de escuela ¡Burbujas! . . . . . . . . . . . . . . . . . . . . . . . . 41
Hurry Up! Hurry Up! What Can I See?

¡De prisa! ¡De prisa! . . . . . . . . . . . . . . . . . 15 ¿Qué veo? . . . . . . . . . . . . . . . . . . . . . . . 43
I Like School!
¡Me gusta la escuela! . . . . . . . . . . . . . . .17 Around the Seasons
Class Pets
En las estaciones
Las mascotas de la clase . . . . . . . . . . . .19 Cold Rose
Shapes for Lunch Rosa tiene frío . . . . . . . . . . . . . . . . . . . . . 45
Figuras para el almuerzo . . . . . . . . . . . . . 21 Winter Is Here
Fun at the Playground Llegó el invierno . . . . . . . . . . . . . . . . . . . 47
A divertirse en el parque infantil . . . . . . . 23 Almost Spring
Ya casi es primavera . . . . . . . . . . . . . . . . 49
Friends, Friends, Friends When Night Comes
Amigos, amigos, amigos Cuando cae la noche . . . . . . . . . . . . . . 51
What Do I Need? Hello, Beach
¿Qué necesito? . . . . . . . . . . . . . . . . . . . 25 Hola, playa . . . . . . . . . . . . . . . . . . . . . . . 53
Birthday Surprise
Sorpresa de cumpleaños . . . . . . . . . . . . 27 All About Me
Fun With Mud Todo sobre mí
A divertirse en el barro . . . . . . . . . . . . . . 29
I Can Draw!
Where Is Petey? ¡Puedo dibujar! . . . . . . . . . . . . . . . . . . . . 55
¿Dónde está Pedrito? . . . . . . . . . . . . . . . 31
Hide and Seek
Sweet Treat A las escondidas . . . . . . . . . . . . . . . . . . . 57
Algo muy rico . . . . . . . . . . . . . . . . . . . . . 33
Hats, Hats, Hats
Sombreros, sombreros, sombreros . . . . . . 59
What Is for Supper?
¿Qué vamos a cenar? . . . . . . . . . . . . . . 61
Look What I Found!
¡Mira lo que encontré! . . . . . . . . . . . . . . 63

I ntroduction
W elcome to My First Bilingual Little Readers, a collection of 25 little books written in
English and Spanish to correlate to Guided Reading Level A, and designed to support
children at the emergent stage of reading. The stories feature a variety of familiar and
favorite topics that children will enjoy reading about, such as preparing for the first day
of school, playing with friends, the outdoor world, seasonal changes—and themselves!
My First Bilingual Little Readers will help children get a great start in reading as they learn
to love to read!
My First Bilingual Little Readers include the following features:
= Consistent text placement on each page—English at the top and Spanish at the bottom
= One to two lines of text per page
= Short sentences with repetitive sentence structure
= Repeated and recognizable high-frequency sight words
= Rhyming text to build recognition of word families and other phonics skills
= Engaging illustrations that closely match the text
= Familiar story themes that connect to children’s experiences and interests
. Tips
. . . . . for
. . . .Using
. . . . . .My
. . . .First
. . . . .Bilingual
. . . . . . . . . Little
. . . . . . Readers
.........
Before Reading Take a picture walk through the book with children and invite them to
tell what they think the book will be about, make connections to their own experiences,
and identify familiar and unfamiliar words. Discuss strategies children can use to decode
unfamiliar words, such as finding beginning or ending sounds, breaking the word into
parts, and using picture clues. Provide background for any concepts in the book that
might be unfamiliar to children.
During Reading Let children read the book aloud softly as you listen in. Help children
use problem-solving strategies when they encounter unfamiliar words. You can offer
support and encouragement without interrupting the flow of their reading.
To assess children’s decoding skills, take a running record as they read, noting the
problem-solving strategies used by each child as well as strengths and needs. Use these
questions as a guide:
9 Do children follow the print with their eyes (indicating greater fluency) or use their
fingers to follow the words?
9 Do they recognize most words or use their knowledge of sound-spelling relationships
to decode unfamiliar ones?
9 How well do children use context clues from surrounding words and pictures to figure
out the meaning of new words?
9 Do they self-correct by rereading to pronounce difficult words or to improve expression?
9 Do children use appropriate inflections when they encounter question marks, and
interpret other punctuation correctly?
4

How to Make the Little Readers
Follow these steps to copy and put together the mini-books: Page 4 Page 3
✁
1 Remove the mini-book pages along the perforated lines.
Page 7 Title Page
Make a double-sided copy on 8 1/2- by 11-inch paper.
Page 1
2 Cut the page in half along the solid line.
3 Place page 2 behind the title page. Page 5 Page 2
4 Fold the pages in half along the dotted line. Check to be

Page 7 Title Page
sure that the pages are in the proper order, and then staple
them together along the book’s spine.
NOTE: If you cannot make double-sided copies, you can

photocopy single-sided copies of each page, cut apart the
Title Page
mini-book pages, and stack them together in order, with the title Title Page
page on top. Staple the pages together along the left-hand side.
After Reading Encourage children to respond to what they’ve read by asking them
what they liked most and least about the story. To assess their reading comprehension,
ask children to do an oral retelling of the story.
Next, ask them to reflect on their experience reading the book. Where did they
encounter problems and what did they do to solve them? Review parts of the text that
children found challenging. Remind children to apply their knowledge of sound-
spelling relationships when they get stuck on unfamiliar words. Also encourage them
to use context clues in the text and pictures to figure out meanings.
You might also use this time to teach a mini-lesson on a particular phonics skill or
to model good reading behaviors. For example, to demonstrate how punctuation affects
your inflection, read aloud part of the text using somewhat exaggerated expression.
Repeat the demonstration and then ask children to read aloud with you. If children
have difficulty reading dialogue, demonstrate how to make the voices of each character
distinct. Again, after you have read a sentence with expression, invite children to echo
your reading.
You can help children build reading confidence by having them read each book
several times. For more practice, children can pair up to read a book together and help
each other with unfamiliar words. Again, tap into each child’s progress by listening to
individuals read aloud and by keeping notes.

. Extending
. . . . . . . . . . . the
. . . . Books
.......
Connections to the Little Reader Library Totes
Language Arts Invite children to create their very own library totes for storing and carrying
Standards their little readers. Gather boxes sized about 6 to 7 inches wide, 4 1/2 to 5 inches
The activities in this book are tall, and 2 to 3 inches deep. (Boxes containing packets of hot cereal or snack
designed to support you in bars work well.) Then help children follow these steps to make their totes:
meeting the following reading
standards outlined by the
1. Securely tape any open flaps closed.
Mid-continent Research for 2. Use a glue stick to cover the outside of
Education and Learning the box with gift wrap or craft paper.
(McRel), an organization
that collects and synthesizes 3. Turn the box upside down. To make
national and state K–12 a hinged lid, make three cuts in the
curriculum standards. bottom of the box (now the top), as
= Understands that print shown. (You can leave the side flaps
conveys meaning on or cut them off.)
= Understands how print is 4. For a handle, staple a 12-inch piece
organized and read (e.g.,
identifies front and back of ribbon to the sides of the box, on
covers, title pages, author, the interior.
follows words from left-to-
5. To make a closure, hot glue (adult only)
right and from top-to-bottom;
knows the significance of a button or decorative bead to the front
spaces between words, of the box, in the middle, as shown.
knows the difference Then affix a loop of ribbon or yarn to
between letters, words, and the underside of the lid, in the middle.
sentences; understands
the use of capitalization Children can decorate their totes using
and punctuation as text markers, stickers, and other craft materials.
boundaries)
= Creates mental images from Write a Little Reader
pictures and print
Using the language structure of different mini-books in the collection,
= Uses basic elements of children can try their hand at writing their very own books. For example,
phonetic analysis to decode
unknown words after children have read “What Is Red?” they might enjoy writing stories
= Understands level-appropriate about other colors. On the chalkboard or chart paper, write another color
sight words and vocabulary word, such as green. Ask children to name things that are green. (leaves, frogs,
= Uses self-correction strategies peas, grasshoppers, and so on) Then write the sentence frame, _______ are
= Reads aloud familiar stories green. Green, green, green. Provide children with white copy paper cut to
with fluency and expression quarter- or half-page size. On each page, have children copy and complete
Source—Content Knowledge: A Compendium of the sentence frame and draw a picture to illustrate it. Then have them write
Standards and Benchmarks for K–12 Education What Is Green? on a construction paper cover and staple the pages of their
(3rd ed.). (Mid-Continent Research for
Education and Learning, 2000) book together. Invite children to innovate on the text in other stories, as well,
such as “What Do I Need?,” “Almost Spring,” and “Look What I Found!”
Sort and Read

To strengthen skills in critical thinking, reading comprehension, and
interpreting context clues, have children practice sequencing the pages
of some of the stories. Examples to try include “Hurry Up! Hurry Up!,”
“What Do I Need?,” “Sweet Treat,” “Cold Rose,” and “I Can Draw!” Before
6

photocopying, mask the numbers on the mini-book pages. Then make single-
sided copies, cut apart the mini-book pages, and give them to children, out of
order. Ask children to put the pages of the book in order and then read the book
to a friend. Encourage them to talk with each other about why certain pages
come before and after others, and why, in some books, more than one sequence
of the pages might be reasonable. After this discussion, children can make any
needed adjustments, number the pages, and staple their book together.
.Reading
. . . . . . . . .and
. . . .Writing
. . . . . . . . Activities
. . . . . . . . . . Across
. . . . . . . .the
. . . .Curriculum
...........
Following are additional ideas and activities for extending the themes covered in
this collection. Each activity is based on a book from one of the five main themes.
SCHOOL DAYS ✄
Playground Opposites Wheel (Reading and Writing)
The story “Fun at the Playground” (pages 23–24) gives children

practice reading high-frequency sight words that are opposites.
To reinforce the pairs of opposites in the story, have children make
Playground Opposites Wheels.
1. Give each child copies of pages 9–10. Invite children to color
the wheels and then cut them out. (For added durability, have
them glue the pages to oaktag before cutting.)
2. Show children how to cut out the window and flap door along
the dotted lines. up
arriba
3. Model how to place the shape wheel on top of the word/picture
wheel, align the center dots, push a brass fastener through the
dots, and open to secure.
4. To use their wheel, children turn the bottom wheel so the words
appear in the window. Encourage them to read each word before
lifting the flap to see the picture.
FRIENDS, FRIENDS, FRIENDS

Make a Sweet Treat! (Art and Writing)
Invite children to make their own ice-cream sundaes after reading the
story “Sweet Treat” (pages 33–34). To start, give each child a copy of
page 11, a sheet of construction paper, crayons, scissors, and a glue
stick. Have children color the pictures and cut them out. Encourage
them to use their imagination to create different flavors of ice cream.
Then, using the construction paper as a background, have them
assemble the ice-cream sundae of their dreams! (Have extra copies of
the pattern page on hand for adding extra scoops.) Afterward,
encourage children to label the parts of their sundae using the words
in their “Sweet Treat” book (along with your help) as a reference tool.
Then invite children to take turns describing the delicious-looking
sundaes they created.
7

WHAT’S IN MY WORLD?
What Can I See? Magnifier Books (Science and Writing)
After reading “What Can I See?” (pages 43–44), invite children to make
pretend magnifiers to get a close-up look at the world outdoors.
1. Give each child a copy of page 12. Have children glue the page to
oaktag, cut out the magnifier pattern along the outer and inner
dotted lines, and color.
2. Take children outdoors to a local park to make observations and
take notes. Give children clipboards, paper, and pencils so they
can record their findings. (For easy-to-make clipboards, give each
child a binder clip and a piece of cardboard.) Encourage children
to hold their magnifiers to their eyes for a focused look at their
surroundings.
3. Back in the classroom, provide children with extra copies of the
magnifier page. Instead of cutting out the center of the magnifier,
children can use this space to record some of the things they
observed on their walk using the sentence frame “I see _______.”
They can also draw pictures of the things they saw.
4. Afterward, have children add a magnifier cover with the title “What
Can [child’s name] See?” To bind their book, have children stack
the pages, punch a hole in the handles, and use a brass fastener to
secure them. To read their book, children can fan out the magnifier
pages, one by one.
AROUND THE SEASONS

Hibernating Puppet Pals (Reading and Drama)
For a Reader’s Theater version of “Winter Is Here” (pages 47–48), invite

children to make puppets to dramatize the story during a rereading.
Divide the class into groups of six and have each child choose the part
of one of the animals. Give each group a copy of page 13 and have
children color and cut out the two-sided animal patterns. Then direct
them to fold the puppets in half and glue to a craft stick, as shown. As
they read their page, have children show their animal going to sleep.
When the group reaches the end of the story, tell children to gently
“wake up” their animals as they read the last page together.
Name ________________________________________________
I Can Draw a Clown!
ALL ABOUT ME
1. Draw a rectangle 2. Draw an oval for 3. Draw a curved 4. Draw 2 rectangles
and a triangle for the head. rectangle for for arms.
the hat. the collar.
Dibuja un
rectángulo y un
triángulo para el
sombrero.
Dibuja un óvalo
para la cabeza.
Dibuja un
rectángulo curvo
para el cuello de
la camisa.
Dibuja 2
rectángulos para
los brazos.
I Can Draw a Clown! (Art and Writing)
5. Draw 2 lines for

the shirt.
6. Draw 2 hands. 7. Draw hair and
a face.
8. Draw 2 buttons!
After reading “I Can Draw!” (pages 55–56), give children a copy of
page 14 and invite them to read and follow the illustrated directions
Dibuja 2 líneas Dibuja las 2 Dibuja el pelo y ¡Dibuja dos
para la camisa. manos. la cara. botones!
to draw a clown just like the one in the story! Afterward, children can
try writing their own set of directions for drawing other pictures and
14
!
Sé dibujar un payaso! then exchange them with classmates.
8

Playground Opposites Wheel
top/arriba
La rueda de los opuestos

9

Playground Opposites Wheel
in
ade
ab wn
ntro
jo
do
a
afuera
out
ba
up
ri
ar
al
bajo hi to
gh
low
bottom/abajo
La rueda de los opuestos

10

Make a Sweet Treat!
!
Haz algo dulce!
11

What Can I See? Magnif ier Book
?
Qué veo? El libro de la lupa
12

Hibernating Puppet Pals
ardilla listada
chipmunk
serpiente
snake
bear
oso
groundhog
marmota
tortuga
turtle
rana
frog
Marionetas de animales que hibernan

13

Name ________________________________________________
I Can Draw a Clown!
1. Draw a rectangle 2. Draw an oval for 3. Draw a curved 4. Draw 2 rectangles

and a triangle for the head. rectangle for for arms.
the hat. the collar.
Dibuja un Dibuja un óvalo Dibuja un Dibuja 2
rectángulo y un para la cabeza. rectángulo curvo rectángulos para
triángulo para el para el cuello de los brazos.
sombrero. la camisa.
5. Draw 2 lines for 6. Draw 2 hands. 7. Draw hair and 8. Draw 2 buttons!
the shirt. a face.
Dibuja 2 líneas Dibuja las 2 Dibuja el pelo y ¡Dibuja dos
para la camisa. manos. la cara. botones!
Puedo dibujar un payaso!

14

Page 15 • Hurry Up! Hurry Up!/¡De prisa! ¡De prisa!
4 3
¡De prisa! ¡De prisa! ¡De prisa! ¡De prisa!
Desayuna. Vistete.
Hurry up! Hurry up! Hurry up! Hurry up!

Eat breakfast. Get dressed.

It is the first day of school!
Hurry up! Hurry up!
Hurry Up! Hurry Up!
¡Es el primer día de escuela!

¡De prisa! ¡De prisa!
7
¡De prisa! ¡De prisa!
Page 16 • Hurry Up! Hurry Up!/¡De prisa! ¡De prisa!
2 5
Cepíllate los dientes. Lleva el almuerzo.
Brush my teeth. Take my lunch.

Get out of bed. Get the bus.
Levántate de la cama. Toma el autobús.
1 6
Page 17 • I Like School!/¡Me gusta la escuela!
4 3
Me gusta pegar. Me gusta recortar.
I like to glue. I like to cut.

I like school!
I Like School!
¡Me gusta la escuela!

7
¡Me gusta la escuela!
Page 18 • I Like School!/¡Me gusta la escuela!
2 5
Me gusta pintar. Me gusta contar.
I like to paint. I like to count.

I like to read. I like to write.
Me gusta leer. Me gusta escribir.
1 6
Page 19 • Class Pets/Las mascotas de la clase
4 3
por todas partes. por todas partes.
El hámster corre El ratón se desliza
around and around. around and around.

The hamster runs The mouse crawls

Class pets
all around and around!
Class Pets
Las mascotas de la clase están

¡por todas partes!
Las mascotas de la clase
7
Page 20 • Class Pets/Las mascotas de la clase
2 5
por todas partes por todas partes.
El pez nada La serpiente se arrastra
The fish swims The snake slides

The rabbit sniffs The frog hops
El conejo husmea La rana salta
por todas partes. por todas partes.
1 6
Page 21 • Shapes for Lunch/Figuras para el almuerzo
4 3
Me gusta comer rectángulos. Me gusta comer óvalos.
I like to eat rectangles. I like to eat ovals.

Shapes are fun
for lunch!
Shapes for Lunch
¡Comer figuras
es muy divertido!
Figuras para el almuerzo
7
Page 22 • Shapes for Lunch/Figuras para el almuerzo
2 5
Me gusta comer triángulos. Me gusta comer círculos.
I like to eat triangles. I like to eat circles.

I like to eat squares. I like to eat half-circles.
Me gusta comer cuadrados. Me gusta comer semicírculos.
1 6
Page 23 • Fun at the Playground/A divertirse en el parque infantil
4 3
Voy hasta abajo. Voy hasta arriba.
I go low. I go high.

At the playground,
I get around!
Fun at the Playground
¡En el parque infantil

voy a todos lados! A divertirse en el parque infantil
7
Page 24 • Fun at the Playground/A divertirse en el parque infantil
2 5
Salgo. Subo.
I go out. I go up.

I go in. I go down.
Entro. Bajo.
1 6
Page 25 • What Do I Need?/¿Qué necesito?
4 3
Necesito una almohada. Necesito una manta.
I need a pillow. I need a blanket.

I need a friend!
What Do I Need?
¡Necesito una amiga!

7
¿Qué necesito?
Page 26 • What Do I Need?/¿Qué necesito?
2 5
Necesito una silla. Necesito una merienda.
I need a chair. I need a snack.

I need a table. I need a flashlight.
Necesito una mesa. Necesito una linterna.
1 6
Page 27 • Birthday Surprise/Sorpresa de cumpleaños
4 3
Tengo pegamento. Tengo cinta.
I have glue. I have ribbon.

I have a birthday card for you!
Birthday Surprise
¡Tengo una tarjeta

de cumpleaños para ti!
Sorpresa de cumpleaños
7
Page 28 • Birthday Surprise/Sorpresa de cumpleaños
2 5
Tengo tijeras. Tengo pegatinas.
I have scissors. I have stickers.

I have paper. I have crayons.
Tengo papel. Tengo crayolas.
1 6
Page 29 • Fun With Mud/A divertirse en el barro
4 3
Rosquillas de barro. Tortas de barro.
Mud donuts. Mud pies.

Bake sale!
Fun With Mud
¡Venta de pasteles!
A divertirse en el barro
7
Page 30 • Fun With Mud/A divertirse en el barro
2 5
Pasteles de barro. Bizcochos de barro.
Mud cakes. Mud muffins.

Mud cookies. Mud bread.
Galletas de barro. Pan de barro.
1 6
Page 31 • Where Is Petey?/¿Dónde está Pedrito?
4 3
¿Está en la gaveta? ¿Está detrás de la puerta?
Is he in the drawer? Is he behind the door?

Here is Petey!
Where Is Pe ey?
¡Aquí está Pedrito!

7
¿Dónde está Pedrito?
Page 32 • Where Is Petey?/¿Dónde está Pedrito?
2 5
¿Está en el cobertizo? ¿Está en la bañera?
Is he in the shed? Is he in the tub?

Where is Petey? Is he under the rug?
Is he under the bed?
¿Dónde está Pedrito?
¿Está debajo de la cama? ¿Está debajo de la alfombra?
1 6
Page 33 • Sweet Treat/Algo muy rico
4 3
Tú pones la crema. Yo pongo el chocolate.
You add the whipped cream. I add the chocolate.

We share dessert!
Sweet Treat
¡Nosotros compartimos el postre!

7
Algo muy rico
Page 34 • Sweet Treat/Algo muy rico
2 5
Tú pones el helado. Yo pongo las nueces.
You add the ice cream. I add the nuts.

I add the banana. You add the cherries.
Yo pongo el plátano. Tú pones las cerezas.
1 6
3
La luna brilla.
The moon shines.
What Shines?
¿Qué brilla?
Una moneda brilla.
A coin shines.
Page 35 • What Shines?/¿Qué brilla?
¡Yo brillo!
I shine!
7
4
Page 36 • What Shines?/¿Qué brilla?
2 5
Una linterna brilla. Un anillo brilla.
A flashlight shines. A ring shines.

The sun shines. My shoes shine.
El sol brilla. Mis zapatos brillan.
1 6
7
Me gustan las rayas ¡Me gustan los lunares!
La mariquita tiene lunares.
I like spots!
A ladybug has spots.

A flag has stripes. A zebra has stripes.
I like stripes. I like stripes.
La bandera tiene rayas. La zebra tiene rayas.
Me gustan las rayas. Me gustan las rayas.
3 4
Page 37 • I Like Stripes/Me gustan las rayas
Page 38 • I Like Stripes/Me gustan las rayas
2 5
Me gustan las rayas. Me gustan las rayas.
La pasta dental tiene rayas. La calle tiene rayas.
I like stripes. I like stripes.
Toothpaste has stripes. A street has stripes.

A candy cane has stripes. A ladybug has stripes.
I like stripes. No! No! No!
El bastón de caramelo tiene rayas. La mariquita tiene rayas.
Me gustan las rayas. ¡No! ¡No! ¡No!
1 6
7
¿Qué es rojo? ¡Roja, roja, roja!
Mi cara está roja.
What Is Red?
Red, red, red!
My face is red.

Fire trucks are red. Stop signs are red.
Red, red, red. Red, red, red.
Los camiones de bomberos son rojos. Las señales de alto son rojas.
Rojos, rojos, rojos. Rojas, rojas, rojas.
3 4
Page 39 • What Is Red?/¿Qué es rojo?
Page 40 • What Is Red?/¿Qué es rojo?
2 5
Rojas, rojas, rojas. Rojas, rojas, rojas.
Las fresas son rojas. Las flores son rojas.
Strawberries are red. Flowers are red.

Apples are red. Hearts are red.
Las manzanas son rojas. Los corazones son rojos.
Rojas, rojas, rojas. Rojos, rojos, rojos.
1 6
Page 41 • Bubbles!/¡Burbujas!
4 3
Burbujas en mi bebida. Burbujas en el fregadero.
Bubbles in my drink. Bubbles in the sink.

Bubbles, bubbles, bubbles,
everywhere I go!
Bubbles!
¡Burbujas, burbujas,
por donde quiera que voy!
7
¡Burbujas!
Page 42 • Bubbles!/¡Burbujas!
2 5
Burbujas en la bañera. Burbujas en la ropa.
Bubbles in the bath. Bubbles in the clothes.

Bubbles at the beach. Bubbles that I blow.
Burbujas en la playa. Burbujas que yo hago.
1 6
Page 43 • What Can I See?/¿Qué veo?
4 3
Veo una casa. Veo una hoja.
I see a home. I see a leaf.

But no one can see me!
¡Pero nadie me puede ver a mí!

7
¿Qué veo?
Page 44 • What Can I See?/¿Qué veo?
2 5
Veo una piedra. Veo una abeja.
I see a stone. I see a bee.

I see an ant. I see a flower.
Veo una hormiga. Veo una flor.
1 6
3
¡Rosa tiene frío!
Dedos fríos.
Cold Rose!
Cold toes.
Rosa tiene frío

Ropa calentita.
Warm clothes.
¡Rosa está calentita!

Page 45 • Cold Rose/Rosa tiene frío
Warm Rose!
7
4
Page 46 • Cold Rose//Rosa tiene frío
2 5
Nariz fría. Dedos calentitos.
Cold nose. Warm toes.

Cold clothes. Warm nose.
Ropa fría. Nariz calentita.
1 6
7
Llegó el invierno ¡Ya es hora de despertar!
Llegó la primavera.
Time to wake up!
Spring is here.

Winter is here. Winter is here.
Sleep, chipmunk, sleep. Sleep, frog, sleep.
Llegó el invierno. Llegó el invierno.
Duerme, ardilla listada, duerme. Duerme, rana, duerme.
3 4
Page 47 • Winter Is Here/Llegó el invierno
Page 48 • Winter Is Here/Llegó el invierno
2 5
Duerme, serpiente, duerme. Duerme, tortuga, duerme.
Sleep, snake, sleep. Sleep, turtle, sleep.

Sleep, bear, sleep. Sleep, groundhog, sleep.
Duerme, oso, duerme. Duerme, marmota, duerme.
1 6
7
Ya casi es primavera
¡Ya llegó la primavera!
Almost Spring
Spring is here!

Birds are singing. Flowers are budding.
It is almost spring. It is almost spring.
Los pájaros cantan. Las flores comienzan a salir.
Ya casi es primavera. Ya casi es primavera.
3 4
Page 49 • Almost Spring/Ya casi es primavera
Page 50 • Almost Spring/Ya casi es primavera
2 5
La nieve se derrite. El viento sopla.
Snow is melting. Wind is blowing.

Sun is shining. Chicks are peeping.
El sol brilla. Los pollitos asoman la cabeza.
1 6
7
Cuando cae la noche yo entro!
¡Cuando cae la noche,
When Nigh Comes
I go inside!
When night comes,

When night comes, When night comes,
the moth comes out. the bat comes out.
Cuando cae la noche, Cuando cae la noche,
la mariposa nocturna sale. el murciélago sale.
3 4
Page 51 • When Night Comes/Cuando cae la noche
Page 52 • When Night Comes/Cuando cae la noche
2 5
la lechuza sale. la luciérnaga sale.
the owl comes out. the firefly comes out.

the mouse comes out. the cat comes out.
el ratón sale. el gato sale.
1 6
Page 53 • Hello, Beach/Hola, playa
4 3
Hola, cangrejo. Hola, caracola.
Hello, crab. Hello, shell.

Well, hello, WHALE!
Hello, Beach
Bueno… ¡hola, BALLENA!

7
Hola, playa
2
1
Hola, sol.
Hello, sun.
Page 54 • Hello, Beach/Hola, playa

Hola, arena.
Hello, sand.

Hola, velero.
Hello, sail.
Hola, gaviota.
Hello, gull.
6
5
Page 55 • I Can Draw!/¡Puedo dibujar!
4 3
Puedo dibujar una corona. Puedo dibujar un rey.
I can draw a crown. I can draw a king.

I can draw myself to sleep.
I Can Draw!
z-z-z-z-z
Puedo dibujar hasta quedarme dormida.

7
¡Puedo dibujar!
Page 56 • I Can Draw!/¡Puedo dibujar!
2 5
Puedo dibujar un payaso. Puedo dibujar una oveja.
I can draw a clown. I can draw a sheep.

I can draw a seal. I can draw a bed.
Puedo dibujar una foca. Puedo dibujar una cama.
1 6
Page 57 • Hide and Seek/A las escondidas
4 3
un vestido. Me puedo esconder detrás de mi pelo.
Me puedo esconder dentro de
I can hide in a dress. I can hide behind my hair.

I can hide in a hug!
Hide nd Seek
¡Me puedo esconder en un gran abrazo!

7
A las escondidas
Page 58 • Hide and Seek/A las escondidas
2 5
de un sillón. Me puedo esconder en un lío de cosas.
Me puedo esconder detrás
I can hide behind a chair. I can hide in a mess.

Where can I hide? I can hide under the rug.
Me puedo esconder debajo
¿Dónde me puedo esconder? de la alfombra.
1 6
Page 59 • Hats, Hats, Hats/Sombreros, sombreros, sombreros
4 3
Tengo un sombrero que rueda. Tengo un sombrero con agujeros.
I have a hat that rolls. I have a hat that has holes.

Hats, hats, hats.
I like hats a lot!
Hats, Hats, Hats
Sombreros, sombreros, sombreros.

¡Me encantan los sombreros! Sombreros, sombreros, sombreros
7
Page 60 • Hats, Hats, Hats/Sombreros, sombreros, sombreros
2 5
Tengo un sombrero pequeño. Tengo un sombrero que se dobla.
I have a hat that is small. I have a hat that flops.

I have a hat that is tall. I have a hat that is a mop.
Tengo un sombrero que es
Tengo un sombrero alto. un trapeador.
1 6
Page 61 • What Is for Supper?/¿Qué vamos a cenar?
4 3
Me gusta el queso. Me gustan los tacos.
I like grilled cheese. I like tacos.

I like to eat!
¡Me gusta comer!

7
¿Qué vamos a cenar?
Page 62 • What Is for Supper?/¿Qué vamos a cenar?
2 5
Me gusta la pizza. Me gustan las croquetas de pescado.
I like pizza. I like fish sticks.

I like pasta. I like rice and beans.
Me gusta la pasta.
Me gusta el arroz con frijoles.
1 6
Page 63 • Look What I Found!/¡Mira lo que encontré!
4 3
Encontré una piña. Encontré una bellota.
I found a pine cone. I found an acorn.

I found six things all together!
Look Wh I Found!
¡Encontré seis cosas en total!

7
¡Mira lo que encontré!
Page 64 • Look What I Found!/¡Mira lo que encontré!
2 5
Encontré una piedra. Encontré una hoja.
I found a stone. I found a leaf.

Look what I found! I found a feather.
I found a stick.
¡Mira lo que encontré!
Encontré un palo. Encontré una pluma.
1 6

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by Deborah Schecter

NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

Cover design by Maria Lilja

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

Hurry Up! Hurry Up! What Can I See?

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

3 Place page 2 behind the title page. Page 5 Page 2

4 Fold the pages in half along the dotted line. Check to be

NOTE: If you cannot make double-sided copies, you can

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

Sort and Read

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

The story “Fun at the Playground” (pages 23–24) gives children

FRIENDS, FRIENDS, FRIENDS

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

AROUND THE SEASONS

For a Reader’s Theater version of “Winter Is Here” (pages 47–48), invite

I Can Draw a Clown!

5. Draw 2 lines for

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

La rueda de los opuestos

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

La rueda de los opuestos

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

Marionetas de animales que hibernan

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

I Can Draw a Clown!

1. Draw a rectangle 2. Draw an oval for 3. Draw a curved 4. Draw 2 rectangles

Puedo dibujar un payaso!

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

Hurry up! Hurry up! Hurry up! Hurry up!

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

¡Es el primer día de escuela!

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

I like to glue. I like to cut.

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

¡Me gusta la escuela!

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

around and around. around and around.

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

Las mascotas de la clase están

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

I like to eat rectangles. I like to eat ovals.

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

¡En el parque infantil

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

I need a pillow. I need a blanket.

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

¡Necesito una amiga!

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

I have glue. I have ribbon.

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

¡Tengo una tarjeta

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

Mud donuts. Mud pies.

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources

Fun With Mud

My First Bilingual Little Readers © Deborah Schecter, Scholastic Teaching Resources